The purpose of conducting the webinar was to provide participants ideas on devising various interesting games for teaching children basic operations of Mathematics at the primary level

1. Learning Mathematics through
games: what, why and how?
CONDUCTED BY: SARGODHIAN INSTITUTE FOR PROFESSIONAL
DEVELOPMENT, (SIPD) RASHID ABAD, TANDO ALLAHYAAR.

2. What Is a Mathematical Game?
Math game typically has the following elements:
 Set rules and structure for play
 They are based on mathematical ideas.
 A clear ending point or winning goal
 Obstacles, competition and individual’s score
 winning is related to understanding the mathematics.

3. Why play math games?
Intrinsic advantages of math games fall under three categories:
(a) Learning: more practice and active involvement of a learner
(b) Ways of Working: co-operatively work and checking each other’s
mathematics
(c) Engagement: total involvement and enjoyment
• high motivation and immersed in the games
• more positive attitude toward math

4. Why play math games? (continued)
boost ability to reason, understand underlying concepts.
finding solutions to complex math problems.
instructional activities to understand concepts behind math problems.
finding creative solutions and accelerating own learning.

5. Benefits of Using Math Games in the Classroom
Meets Mathematics Standards
Easily Linked to Any Mathematics Textbook
Offers Multiple Assessment Opportunities
Meets the Needs of Diverse Learners (VARK)
Supports Concept Development in Math
Encourages Mathematical Reasoning
Engaging (maintains interest)
Repeatable (reuse often & sustain involvement

6. Benefits of Using Math Games in the Classroom (continued)
Open-Ended (allows for multiple approaches & solutions)
Easy to Prepare
Easy to Vary for Extended Use & Differentiated Instruction
Improves Basic Skills
Enhances Number and Operation Sense
Encourages Strategic Thinking
Promotes Mathematical Communication
Promotes Positive Attitudes Toward Math
Encourages Parent Involvement

7. 4 Reasons to Promote Math Success through Games
Reasons to creating transformative game-based learning opportunities:
1. Mind-Body Connection
Neurons of the brain to help with processing and retention of new information.
2. Reaching Students At All Levels
Bridging a wider gap between the average and slow learners.
3. Professional Growth for Educators
Educators learning curve needs to be constant and forever developing.
4. Developing a Love for Math
Children respond to learning when engaged, challenged and enjoying their tasks.

8. Math Games Develop Strategic Thinking
•Strategic thinking the most important skill for children to develop.
•It requires the ability to observe, collect and analyze information, plan and
analyze possible solutions, and choose the appropriate action.
 a fun way to practice math skills, like counting and numerical strategy.
 help reduce your child’s math anxiety.
• help children with learning and attention issues.

9. Hints for Successful Classroom Games
• Make sure the game matches the mathematical objective
• Use games for specific purposes, not just time-fillers
• Keep the number of players from two to four, so that turns come
around quickly
• The game should have enough of an element of chance so that it
allows weaker students to feel that they a chance of winning

10. Hints for Successful Classroom Games
• Keep the game completion time short
• Use five or six 'basic' game structures so the children become
familiar with the rules - vary the mathematics rather than the
rules
• Send an established game home with a child for homework
• Invite children to create their own board games or variations of
known games.

11. References:
Aldridge, S. & Badham, V. (1993). Beyond just a game. Pamphlet Number 21 . Primary
Mathematics Association.
Davies, B. (1995). The role of games in mathematics. Square One . Vol.5. No. 2
Gough, J. (1999). Playing mathematical games: When is a game not a game? Australian Primary
Mathematics Classroom. Vol 4. No.2
Oldfield, B. (1991). Games in the learning of mathematics. Mathematics in Schools. January
https://nrich.maths.org/2489